Education and sustainability: an integrative and ecological approach
By Marli Santos*
Translation by Hedley Richards
I will
recount here an experience as the facilitator of an environmental education
workshop for 15- to 17-year-old students enrolled in a public school in the
city of Campinas (São Paulo State).
It was a hot
and sunny afternoon of October 2012. The breathtaking indigo-blue sky was
matched by the beauty of the various tones of green displayed by the exuberant
yet well-kept vegetation that surrounded the school facilities. This struck me
as a quasi-irresistible invitation by nature to bring educational activities
outside the classroom (“outdoor education”).
The
architecture of the school building was similar to countless other public
schools — a modular, building block design with rectangular rooms, filled with
lines of chairs and most of the time lacking in natural light or ventilation.
When I
entered the classroom, I realized it contained no free space — it was a sea of
tightly packed chairs. The students, who were in the second and third years of
their program, had not yet entered the room. I took a deep breath and asked the
program coordinator if we could rearrange the room to open up space at the
front and allow participants to move more freely during the activities.
Students
started entering the room as we were rearranging the space. This caused quite a
commotion and even some insecurity among some students who did not seem very
happy with the scene. There I was, sweating and trying to think of a way to
assuage their concerns while also finishing as quickly as possible to prepare
the room, which had become truly chaotic, with some chairs piled up in the back
while other ones were being dragged in every direction. The intense noise
inside the room contrasted with the silence outside.
In general,
when facilitating environmental education workshops, I prefer to alternate
outdoor activities with activities held in rooms with enough open space for
participants to move about freely. This allows for greater interaction and
supports the deconstruction of barriers commonly found in learning
environments, not only among students, but also between students and educators,
as well as between all participants and the natural environment. In this
pedagogical approach, contents can be more easily absorbed when they are
delivered through student-centered experiential activities. Furthermore, the
environment (i.e., context) can exert a significant influence on the learning
process.
So, there we were, 45 people grouped within this rectangular classroom, where we worked intensely for four hours without a minute free to observe the green landscape that was just outside the room. With all the students standing in a circle, I kicked off the workshop by asking them whether they were breathing. They laughed in unison, perhaps thinking the question a little weird. Some answered: “Of course we’re breathing!” I then asked: “And how exactly? Can you tell me?” From that point on, we began to build bridges among ourselves, creating space for the first ice-breaking activity, which focused on conscious breathing. And so, we breathed and moved vigorously during this first activity, aimed at welcoming participants, warming up and building self-knowledge, based on a yoga breathing technique called the Breath of Joy. Little by little, the facial expressions of the young students changed while their pulse accelerated due to the energetic breathing and movements they were performing.
Together, we shouted and laughed, before slowly quieting down as we moved into the Mountain Posture (another yoga posture). With their feet solidly resting on the ground, eyes closed, and hands centered on their hearts, the class became suddenly quiet, making it easier for each one to listen to their breath, and a feeling of calm overtook the hearts and minds of participants. The students’ initial apprehension soon dissipated, and the slight reddening of some faces signaled a heightened vitality and curiosity. They now seemed ready for a slightly “offbeat” journey!
During one
of the activities, called Going Dotty, students’ behavior drew my attention.
After inviting participants to close their eyes, the facilitator placed a
colored sticker on each one’s forehead without revealing its color to them.
Participants were asked to form groups comprising those with stickers of the
same color, without knowing what the color of their sticker was. They were
instructed to proceed in silence, without engaging in any verbal communication,
but they could keep their eyes open.
As soon as the groups were formed, we started the process called debriefing, during which students were invited to reflect on how the activity unfolded and the strategies used to address the challenge they were presented with. During the time set aside for reflection, participants are encouraged to talk about their feelings throughout the problem-solving process. Many expressed clearly and assertively their unhappiness over the fact that one colleague was left alone since he was given a sticker whose color was unique to him, which made it impossible to form a group. It was fascinating to hear some students position themselves in this respect and question my motives for isolating a student. It was clear that they were genuinely concerned for the other.
This simple,
fun but rich activity gave students the opportunity to reflect on the feeling
of being cast aside and the crucial role of cooperating in solving problems. In
addition, it helped students identify and debate the ecological principle of
interdependence, which is at the heart of ensuring the sustainability of life
on our planet, and the notions of empathy and compassion. Students were able to
connect the dots and relate various concepts with the activity, thus
demonstrating their openness to this form of interactive learning. I was deeply
moved by how readily these young people became engaged and their spirit of
cooperation.
Although we
are taught human nature is compassionate, in general this inner quality is not
sufficiently nurtured, and we end up forgetting just how important it is in our
journey on this planet.
This
experience made me reflect on what could be achieved if schools were open to
more interactive forms of teaching and learning. What if students had more
opportunities for experiential learning? What if the curriculum incorporated
activities aimed at developing their inner ecology? What if they had more
opportunities to develop mindfulness, through contemplative practices such as
meditation and yoga?
I wonder
whether these young people would be happier and more centered if these
activities had already been included in their education at that time?
Scientific research carried out in the last decade has shown that such an
integrative approach can help us become more compassionate, more self-aware and
kinder, improve our ability to concentrate and to self-regulate, and improve
academic performance as well. Improvements in self-esteem have also been
observed. These are some of the skills needed to lead a life that is more
balanced socially and emotionally.
In order to
deal with environmental issues and face the multiple and complex challenges
they pose, it is necessary to adopt a global approach, through which students
are considered holistically, taking into account their physical, emotional,
mental and spiritual dimensions. The environment required to support quality
learning must be welcoming, democratic, participative and supportive of
kindness.
As I wrote
this account of that day, I pictured how many of the participants must already have
entered the workforce. Who knows, some may have chosen to work as educators,
formal or otherwise. Who knows, some may have become teachers, in the same
school or elsewhere. Who knows, some may already be engaged in supporting life
on our planet, showing compassion, empathy and solidarity, with open eyes and
minds. Who knows, some may be committed to reducing their ecological footprint,
aware of the finiteness of natural resources. Who knows, we may meet again one
day to breathe together and shout “ha!” in joy and respect for the Earth, our
mother. Oxalá (meaning: may this come to be)!
In the next
chapter of this series, I will recount other interesting experiences that
highlight the importance of integrative and holistic approaches in the
processes of teaching and learning.
* Educator, author and instructor of contemplative practices and environmentally sustainable cuisine
M.A. in Education (OISE, University of Toronto)
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